Most newly constructed schools begin life as places of hope, enthusiasm, energy, and creativity. In many ways they might be considered 'moving' schools. Such schools strive to anticipate and change with the times. Within a relatively short time, however, a significant number of new schools evolve, indeed regress, into conventional schools. This loss of initial momentum and innovative direction experienced by many newly established schools occurs because of what this study describes as the `attrition' of change. This thesis presents an historical case study of a secondary school that was once one of Canada's most renowned, innovative schools in the 1970s, and now 26 years later, can be described as a conventional secondary school. Based on interviews with three cohorts of teachers and administrators who worked in the school in the 1970s, 1980s and 1990s, the study provides an opportunity for inquiring into and analysing the attrition of educational change. The evidence of this study of the history of an innovative school points to the existence of an ironic change dynamic, and a dual meaning for the title 'the attrition of change'. There is a natural tendency for the school itself to experience attrition and over time to lose much of its early momentum and innovativeness. This pattern, however, is usually accelerated by hostility from the school's larger professional and parental communities who perceive the school's innovations to be a threat to long held educational beliefs and practices. The staff members of the innovative school feel that their inordinately hard work is unappreciated and misunderstood, turn inward to school colleagues for protection and support and adopt a less venturesome approach to innovation and change. In the short term, therefore, the innovative school's influence upon the larger system's attitude towards change tends to be quite negative. In the longer term, however, the innovative school seems to exert significant impact beyond its own walls through the rule-breaking precedents it sets that open up opportunities for others, and through the key leaders it spawns who take their innovative images of schooling to other parts of the system, and initiate change elsewhere. Changes in one part of a system inevitably affect changes in the larger system. Innovative schools, therefore, can erode obstacles to change in the larger system and create a climate of experimentation where one may not have existed previously, thus the second meaning of the `attrition of change'.

The thesis is an exploration of Summerhill, the school founded by A.S. Neill in 1921. It is an ethnographic study, focusing on the culture of Summerhill, and attempting to find out what being a Summerhillian means. It also looks at how Summerhill has been depicted by those on the `outside'. Five chapters are specifically about the school - giving a descriptive account of the workings of the culture. The remaining chapters explore how others have looked at the institutions and how the practice of research itself affects the possibilities for discovery and explanation. A major concern of the thesis is the methodological significance of being an `insider' - as the researcher is an ex-Summerhillian. Chapter one is a brief introduction to the thesis. Chapter Two describes the genesis of the study and looks at issues of `cultural translation' and `insider research'. The following chapter on `School Life' is the first of the substantive chapters, offering a descriptive account of the life and culture of those in the school. Chapter Four, entitled `Big Kids' considers the notion that Summerhill has community `elders', while Chapter Five looks at the role of staff. The Meeting is the focus of Chapter Six, where the policy of self-government is examined. Chapter Seven explores the system of voluntary lessons. Chapter Eight looks at views of Summerhill as represented in written material. The final chapter offers an overview of the main points of the thesis, and concludes with some of the writer's own `insider' reflections.(DX174307)

Previous examinations of young children's political cognition have mainly followed a socialization framework, through large-scale surveys of children's developing comprehension of the adult political world as a knowledge-goal. However, this research was formulated in the belief that children's political understanding develops as a consequence of their attempts to comprehend the political realities present in their own social environment. Therefore, as the school represents an important micropolitical context in children's lives, this study investigated their understanding of the system of the school. The empirical work reported in this thesis first presents a broad picture of the developmental trends in children's understanding as they attempt to make sense of the school, with their perceptions of such political concepts as power, authority, rules, roles and decision-making exhibiting differences with age. However, further empirical studies, examining the children's thinking for wider influences, suggested that the children's perceptions of the social environment are subject to a very complex pattern of influences, which are not necessarily the consequences of either age or cognitive differences. There was evidence of contextual effects on children's differentiation of school rules and of links between the children's attitudes and the attitudes of both teachers and parents. More importantly, there were indications that the children's perceptions of school were also subject to influences associated with their social categories, such as socio-economic class, gender and birth order. Given the extent and significance of these influences on the children's thinking which were revealed in this research, it is argued that the development of social cognition in children is much too complex for an interpretation based solely on changing cognitive capacities. It is therefore concluded that this study presents compelling evidence in favour of a social representations perspective on the developmental trends in children's political thinking.

This study is a mixed methods approach, consisting of a questionnaire and narrative interviews that opened the opportunity to investigate motivation in KSA by employing a post-positivist stance. This study is specifically aimed at investigating the attitudes and perceptions underpinning the motivation of Saudi students studying English in higher education. This study was limited to male students studying English in a preparatory programme at a private university in the Eastern Provence of the Kingdom of Saudi Arabia (KSA). The scope of this study was to identify social, cultural, personal and emotional factors that underpinned the attitudes and perceptions of Saudi students studying English in higher education and thereby this study established a foundation for motivational studies in Saudi Arabia. In addition, this study established a first time approach to employ the Dialogical Self Theory to triangulate data between multiple methods so that the interpretation and analysis of data could lead to expanding the previous definitions of integrative and instrumental orientations of motivated behaviour in motivation and SLA studies. Furthermore, this study established DST's debut in the Kingdom of Saudi Arabia. The advantage of employing DST in this study was to ensure as much as possible that the voices of the research participants were genuinely reflected in the analysis and interpretation of data. In accordance with the literature search during this research, this study marks the first attempt to describe the constructs of a motivational profile of Saudi students studying English in higher education. The data suggested that Saudis demonstrated strong adherences to cultural and social supportive positions associated with or intertwined with high religious values toward constructing their self-identities. However, there are at least two succinct strategies that the students employ to lessen their internal social power struggles between their local selves and their reaching out to the global community that communicates in English with their global selves. The group that was less likely to reach outwards to the global community and feel being a part of it generated strategies around various degrees of strict cultural compliance to achieve feelings of safety within the self's society of the mind. The participants who were more likely to feel global through employing English constructed strategies and plans around hybrid-models within their self-identity to balance their desire to be part of the world community and to be true to their desire of compliance to cultural values. Students who were less likely to feel a belonging to the global community were more influenced by internal factors such as: a fear of assimilation and a fear losing Arab identity, which led to constructing strategies aimed at a greater adherence to cultural compliance. In addition, this study utilized Sullivan's (2010) theory that Vygotsky's (1978) dialectic understanding of juxtaposed positions and Bakhtin's (1984) dialogical understanding of vertically regulated values are not mutually exclusive, rather mutually inclusive. The result was that motivation can be imagined as a dynamic 3-D construction occurring within a certain context with other. This research employed a 29 item motivational questionnaire with a 5-point Likert scale constructed by using formerly employed themes that were shown to have had a greater impact on motivation and language acquisition. This study is unique as it triangulated quantitative data with narrative interviews by allowing common themes formerly associated with motivation and SLA to be expanded by the participants voices, which not only expanded some definitions formerly associated with motivation and SLA, but also subjected them to the refutability. This study concluded that effort and self-confidence were the attributes that most likely underpinned the construction of a hybrid model of the self, which opened opportunities of English acquisition both within the classroom setting and outside of it. Those who were less likely to feel a belonging to the global community that communicates in English were more likely to construct strategies around local Arab traditions and were shown to have to a greater fear of integrating themselves into international scenarios related to English use. Through triangulating multiple data sources, it was possible to assess the values students attached between their internal and external positions at four distinct levels: cultural, social, personal and emotional.

No description available.

More women than ever before are entering the halls of higher education. According to the National Center for Education Statistics (NCES), more women than men are obtaining bachelor's, master's, and doctoral degrees (U.S. Department of Education, 2011a) According to Home (1998), at the end of the 20th century, women with families were the fastest growing population at the university level. At the beginning of the 20th century, students over the age of 25 were the fastest growing population in higher education (Carney-Crompton & Tan, 2002). These statistics beg the question, Why do women return to school? What are their challenges? What are their stories? More importantly, how do they do it all? How do they balance the demands of home and school and, most often, employment as well? My research examined the tensions women face going to school, specifically women who have children at home, commonly referred to as nontraditional age students. I was interested in the competitive demands of balancing two challenging roles, that of student and mother. Additionally, I wanted to know how these two roles affected their health and self-care. I designed a qualitative study to explore life as a graduate student mother. I specifically sought to learn about strategies of balancing the challenges as well as how, or if, schooling affected their health and self-care. Using the Roy Adaptation Model, I searched for ways in which women balance their multiple roles. With this research, I aim to help these women in their efforts to be successful in school and in life. I utilized both individual interviews and a focus group. Themes for interviews included I'm a Mother first, I'm the Captain of the Ship, "We got there together," the Adventure is Stressful, Finding Joy in the Journey, Attitude Determines Altitude, and Letting Go. Additionally, two overarching themes surfaced from the focus group: 1. Stress is Ubiquitous and 2. Identity Crisis. From this study, health educators can begin to understand how graduate school mothers experience graduate school, thus obtain a greater ability to develop and implement strategies to help this population.

The purpose of this study is to determine the relation between school and after-school life of a group of fifty National Youth Administration girls located in a N.Y.A. Resident Center at Anson, Texas.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / nÃo hà / Estudo sobre educaÃÃo do gosto alimentar construÃdo por meio de prÃticas curriculares e cotidianas de uma escola da rede pÃblica estadual do PiauÃ, localizada na cidade de Teresina, considerando a relaÃÃo currÃculo, prÃtica alimentar, cotidiano escolar e educaÃÃo para o gosto alimentar. A metodologia teve base etnogrÃfica, conjugando abordagens de natureza qualitativa e quantitativa. Ocorreu em uma escola da rede pÃblica estadual de ensino, em Teresina/PI, da qual participaram alunos e pais de alunos, docentes e funcionÃrios, alÃm de moradores e comerciantes da alimentaÃÃo da regiÃo prÃxima à escola. A coleta de dados se deu por meio de: observaÃÃo do cotidiano escolar; entrevistas semi-estruturadas, fundamentadas na HistÃria Oral; QuestionÃrio de FreqÃÃncia do Consumo Alimentar (QFCA). Os dados quantitativos foram prÃ-analisados, estatisticamente pelo programa GraphPad Prism para estimar aspectos da educaÃÃo do gosto alimentar, especificando os variados gÃneros alimentÃcios consumidos; os dados qualitativos foram examinados a partir dos fundamentos da HermenÃutica de Profundidade que consta de: anÃlise sÃcio-histÃrica; anÃlise formal ou discursiva; e interpretaÃÃo/ reinterpretaÃÃo. Os resultados indicam: duas dimensÃes da educaÃÃo do gosto alimentar, sendo uma relacionada ao currÃculo instituÃdo na escola e outra voltada para o currÃculo oculto, expresso no cotidiano escolar; a disciplina Horta Escolar no currÃculo da escola estudada, ensejou experiÃncias sensoriais, lÃdicas e de vÃnculo com os alimentos naturalmente cultivados na escola, como estratÃgia para estimular o consumo de alimentos saudÃveis e de ampliaÃÃo do conhecimento acerca da procedÃncia dos gÃneros alimentÃcios a serem consumidos. No cotidiano escolar, as prÃticas alimentares se destacam, uma vez que nÃo alÃm de serem apresentados modelos saudÃveis de alimentaÃÃo nas quatro refeiÃÃes oferecidas da escola, priorizam as socializaÃÃes realizadas e mediadas pelas prÃticas alimentares, os vÃnculos construÃdos, as aplicaÃÃes prÃticas dos conhecimentos estudados acerca da alimentaÃÃo, preconizando a sensibilizaÃÃo dos alunos para um consumo alimentar consciente e promotor do bem-estar por meio da alimentaÃÃo saudÃvel. As vertentes identificadas constituem um processo formativo da educaÃÃo do gosto alimentar nos escolares, fomentando, sobretudo, o consumo de hortaliÃas e frutas, que quase dobra com a experiÃncia vivida de um ano letivo. Constatou-se a reduÃÃo de mais de 50% do consumo semanal de aÃÃcares e frituras, com substancial aumento do consumo de carne branca. Houve diminuiÃÃo da predisposiÃÃo por alimentos enlatados e progressiva minimizaÃÃo do consumo de carne vermelha, salgadinhos, vÃsceras e Ãleos. Enfim, evidenciou-se que para desenvolver a educaÃÃo do gosto alimentar como processo formativo a ser construÃdo tambÃm na escola, à indispensÃvel a integraÃÃo de trÃs Ãreas: educaÃÃo/currÃculo, alimentaÃÃo/nutriÃÃo e ambiente escolar/comunidade. / This study assessed the education of food preferences that are constructed from curricular and everyday practices at a public school in Teresina. It examined the relationship between the curriculum, eating practices, daily school life and education about food preferences. Using an ethnographically-based methodology, the study combined qualitative and quantitative approaches. It took place in a public state school in Teresina, Piaui. Students, parents of students, teachers and school workers participated in the study, as well as residents and food sellers in the school vicinity. Data were collected by observation of the school routine, semi-structured interviews based on oral history, and a Questionnaire of Food Consumption Frequency (QFCF). Quantitative data were statistically analyzed using GraphPad Prism to estimate aspects about the education of food preferences and the different types of foods consumed. Qualitative data were examined using principles of Depth Hermeneutics, and consisted of: socio-historical analysis; formal or discursive analysis; and interpretation/reinterpretation. The results indicated that there were two dimensions of education on food preferences: the school curriculum and the concealed curriculum that is expressed in daily school life. The School Allotment, a subject that forms part of the school curriculum, encourages sensory, playful and bonding experiences with foods that are grown at school, and this strategy encourages consumption of healthy food and increases knowledge about the origin of food products. In daily school life, eating practices are particularly important: they not only provide healthy eating models in the four meals offered at the school, but they also prioritize socialization, bonding with food, are a way of practically applying the knowledge that has been acquired about food, and advocate the conscious consumption of food by the students to promote wellness through healthy eating. The identified educational dimensions are part of a formative process of the education of food preferences of students, and stimulate the consumption of vegetables and fruit (which nearly doubled during the course of a school year). There was a more than 50% reduction of weekly consumption of sugars and fried food and a substantial increase in the consumption of white meat. There was also a reduction of canned foods and a gradual minimization of the consumption of red meat, snack foods, animal organs and oils. It was clear that in order to develop the education for food preferences as a formative process that can be constructed at school, it is essential to integrate three areas: education/curriculum, food/nutrition and school environment/community.

This dissertation presents the results of a study to assess the impact of a stress management, a self-development, and a relaxation technique on the quality of school life and attendance of 448 Year 5 and 6 students in 16 classes at 4 Lower Hunter Valley primary schools in New South Wales, Australia, in 2000. The importance of contextualising student quality of school life as a key indicator of school effectiveness and measure of school improvement is also argued. The Quality of School Life questionnaire (Ainley & Bourke, 1992) scales were used pre- and post- intervention as indicators of student perception of aspects of their school life including stressful and satisfying elements. Various student, teacher, and class contextual variables were also investigated. Overall, the interventions implemented in this study appeared to have had some small impact on student quality of school life, student absence, teacher stress, teacher satisfaction, and teacher absence. Of particular interest are the apparent differential effects of some of the interventions for: teachers and students, classes, schools, and, at least in part, the effectiveness of the implementation of the interventions. Possible explanations of these differences are discussed while implications including the apparent importance of positive peer relationships and an exciting and enjoyable curriculum in ensuring students have a high quality of school life are described. In the broader context of school effectiveness and school improvement, it is hoped that further investigation will be undertaken of the intervention strategies explored and refined in this study, and perhaps other strategies intended to enhance student quality of school life. In particular, interventions are needed that facilitate the establishment of classroom environments where students and teachers want to be, where educational outcomes are enhanced, and students are led to a broader life experience. / PhD Doctorate

This study shows that whilst the emergence of school climate as an educational issue of major importance is being recognised in the more recent schooling effects literature, the actual concept remains somewhat elusive and vaguely defined. A severe lack of knowledge and need for study into the area, particularly of primary school climates, is also evident. The actual concept of climate is thus discussed and analysed and evidence in support of the need for its assessment is presented. Past measures used for climate assessment are then reviewed with the aim of selecting an appropriate instrument to identify school climate perceptions of primary school students in this study. Here a new area of school climate information - the quality of school life - was introduced. The Quality of School Life Questionnaire which enabled differentiation between a number of climate dimensions, was selected as being the most appropriate instrument for minor modification and use in this study. The refined version titled School Life was administered to 587 students from 23 classes in 12 A.C.T. primary schools. Data was analysed to provide detailed information concerning students' views of the positive and negative aspects of their school climate. To determine the validity of these results and to strengthen the study as a whole students with very high/very low school climate perceptions were then interviewed. This enabled more detailed discussions of these students' perceptions of school life. Also, it enabled examination of the possibility of employing school counsellor intervention techniques at both the school and personal levels aimed at assisting such students in coping more adequately in their school systems. The results indicate that school climate assessment can provide important information which could be utilized by school counsellors. In this Study, such assessment led to actual identification of the high/low quality areas in school climates and led to identification with reasonable accuracy of individual students not coping in their existent climates. Thus the possibility and the value of school counsellors working towards 'individualizing' school climates through either modifying the actual climate or climate dimension/s to better match student needs, or through employing intervention techniques aimed at helping individual students not coping in their particular school climates is examined and emphasized.